6.1 Food and Drinks-Listening&Speaking（教学设计）-《英语 基础模块1》(高教版 2023修订版）

课 题 《英语 基础模块 1》 (高教版 2023修订版) Unit 6 Food and Drinks ( Listening and speaking) 课 型 Listening and speaking 课 时 2 授课班级 授课时间 90mins 授课教师 教材分析 本课教学内容为 《英语 基础模块1》 (高教版 2023修订版) 中第六单元“Food and Drinks”的热身（Warming Up）和听说（Listening and Speaking）板块，本版块以事物的味道、个人对食物的喜好和在餐馆点餐为主题分别设计了听力活动和口语表达活动。听力的语料内容是中外同事到家中做客，大家谈论中外饮食并表明自己的饮食偏好。听力活动分别侧重让学生获取对话中的特定信息，解读对话发生的情境及提炼信息，旨在提升学生的语言交际能力。说部分的语料是餐厅中顾客和服务员在点餐时的对话，设计特色菜的推荐及具体菜品、饮料的选择。基于此语料，后面设计了模仿练习和拓展性的综合性口语表达活动，进一步地巩固所学内容，学习在真实场景中的点餐对话，培养学生的语言沟通能力和语言迁移能力。 学情分析 本课授课对象为中职学校一年级学生。中职高一学生的英语基础呈现“两极分化”特征。部分学生初中阶段英语基础尚可，能够识别简单的食物词汇，掌握“I like...”等基础句型，具备简单的听说应答能力，这为单元话题的切入和基础内容的学习奠定了一定基础。然而，多数学生存在英语基础薄弱的问题：一是词汇量匮乏，不仅未掌握初中阶段要求的饮食相关词汇，甚至连一些基础动词的用法都模糊不清；二是语法知识零散，对简单语法的运用缺乏规范认知，难以组织完整/正确的句子；三是听说能力滞后，听不懂简单的饮食相关对话，开口表达时容易出现发音不准/语序混乱的问题。同时，学生的英语学习差异性很大，但更多中职学生由于学习习惯和自主学习能力欠佳，课程学习的专业基础较为薄弱。因此，教师对教学活动应进行合理的设计，由易到难，由机械模仿到替换练习，再到语言实践，逐步铺设台阶，引导帮助学生逐步完成学习任务。 学习目标 Knowledge objectives: To learn some words and expressions about celebrations: cuisine/order/restaurant/dining/ famous/desserts/food/salty/sweet/ sour/ spicy/ rare/well-done/recommend/roast/specialty/ mushroom/ fried soda/can’t stand.... To be able to use these sentences skillfully: Can I take your order now?/ What would you like to have / eat / drink? What about you? / Anything to drink? Would you like ... ? Ability objectives: To get information about food and drinks and be able to talk about food taste and drink preference, order food in a restaurant or take orders for guests Emotional objectives: To know the difference between Chinese and Western diet and to enhance the understanding of China's food culture and the diverse food cultures around the world 学习重难点 To master the topic words and phrases about food and drinks. To use the expressions and sentence patterns correctly and flexibly in real-life celebration situations. 教学方法 小组讨论法/任务教学法/情境教学法 课前准备 PPT课件，语音素材，图片 教学媒体 PPT课件/多媒体设备/语音素材/拓展资源包等 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step 1: Warming up Warming-up 1.Lead in. 1) Ask students to watch a video and answer: How much do you know about Chinese cuisine? 2) Choose some students to name some typical dishes of traditional Chinese Cuisine. 2.Choose and talk. 1) Present the pictures and ask students to refer to the example and talk about the food and drinks in the following pictures with their partner. 3. Discuss and list. Ask students to have a discussion with the partner to list the food in Activity 1 into different category. 1.Watch the video and answer. Chinese food balances creativity with ancient wisdom. 中国美食是创新和古老 智慧的完美融合 2.Talk about the food and drinks with partners with the sentence patterns. 3.Discuss and list the food into different category according to the taste. 1.通过观看介绍中国美食的视频，引出本单元饮食的话题。同时，充分调动学生的学习兴趣和学习积极性。 2.通过提问学生中国的传统典型美食，关联学生已有的知识储备，导入词汇与表达，为之后的听说活动做准备。 2.本活动通过谈论食物和饮品的常用词汇和句型，为听说活动做准备。 4.本活动通过将食物分类填入不同的框中，帮助学生进一步熟悉描述食物的词汇。为下一步的听力活动做好语言准备。 Step 2: Listening 1.Listen and tick. 1). Before playing the listening, ask students to look through the pictures, then play the audio and ask them to tick the situation where the dialogue happened. 2.Listen and choose. Ask students to read the question and options . Remind them to pay attention to the key words. Then play the audio to grasp the key information to choose the right option. 3. Listen and complete. Before listening, let students read the diary first. Then ask them to listen to the conversation again and complete the diary with the correct information. 4.Dialogue Learning. Show the script and ask students to read the script after the audio. Explain the key words and expressions. 1. Scan the pictures of different places then listen to the recording to tick the right one. 2.Read the options and listen to the dialogue to choose the food Mary likes best. 3.Read the diary first to figure out the missing part then listen to get the right information to complete the diary. 4.Read the script and master the usage of key words and expressions. 听力活动主要训练学生根据任务和选项预测听力内容，在听的过程中获取特定信息，判断对话发生的地点，归纳关键信息回答问题和补全日记，旨在提升学生捕捉和归纳信息的能力。 呈现听力文本，教师简要解析文本中的关键词汇和表达，重点讲解涉及的主要知识点。 Step 3: Speaking 1.Listen, read and underline. Ask students to listen to the dialogue first and read the dialogue following the audio to underline the sentences about ordering food. Finally, briefly explains the key phrases and sentence patterns. Can l take your order now? How would you like ... ? What would you like to have ? What do you recommend? Would you like to try......? Anything to ... ? 2.Language points analysis. Analyze the important words and phrases of the dialogue: 1.Students imitate the audio and underline the sentences related to ordering food. 2.Understand the important language points and take notes. Finish the corresponding exercise to practice. 本环节是在餐厅点餐的对话。通过让学生听/读找出与活动安排相关的语句，积累点餐主题的语料。分析重点短语和表达，帮助学生掌握如何在餐厅点餐或为客人点餐，侧重培养学生的语言交互能力和思维能力。 分析重点词汇和表达。夯实重点，为之后的口语活动的输出做好语言准备。 Step 4: Practice (Imitation & Role play) 1.Imitate and practice. 1) Ask students to read the given information and make their own dialogue about ordering food using the information given with the help of the dialogues in activity 6, then act it out in front of the class. 2)Teacher make comments and correct the mistakes. 2.Role play. 1) Ask students to read the given information about Chinese dishes. 2) Encourage them to make their own ordering food dialogues with the given information ,then present them in front of the class. 3）Make comments on the performance. 1) Read the given information and prepare for the dialogue using the expressions learned above. 2） Make dialogue with partners and do the presentation in front of the class. 3) Polish the dialogue. 2.Make up new dialogues about ordering food with your partner to play the roles of customer and waiter/waitress to complete the order. 补充说明 . 本环节通过模仿活动6餐厅点餐的对话范本语料的基础上，进行替换关键词的对话模仿练习。通过使用菜单上的信息，完成点餐的对话，来进一步操练重点句型，巩固所学交际框架，培养学生的语言迁移能力。 本环节为角色扮演的对话练习。通过前面两个活动的练习，学生已经基本上掌握了餐厅点餐的基本语言表达。通过为角色扮演点餐，可以训练学生将口语表达技能迁移到实际语境中，从而培养学生在真实情景下的语言交互能力。 Step 5: Summary key expressions: 谈论饮食 (1)---Can/May I take your order now? ---Yes, please. I'd like/love... (2)---What would you like/love to have/eat/drink? (3)---What do you think of/about...? /How do you like...? (4)---What/How about...? ---What do you recommend? (4)---Would you like to try...? ---OK,/Sure! I'll have... /No, thanks. (5)---How would you like...? Step 6: Homework 1.Remember the words and expressions in the period. 2.Make a dialogue about about ordering food with partner. 板书设计 见总结部分 教学反思 （留白） 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $